The New Studies of Religion SyllabusThe New Studies of Religion Syllabus

Implementation Package:Implementation Package:

Session ThreeSession Three

This session of the implementation package This session of the implementation package provides support to:provides support to:

Review significant features of the Syllabus to Review significant features of the Syllabus to consider when developing programsconsider when developing programs

Consider methods for developing students’ skills Consider methods for developing students’ skills and expertise in writing that minimise marking and expertise in writing that minimise marking time for teacherstime for teachers

Develop school-based programs using the draft Develop school-based programs using the draft programs provided as a starting pointprograms provided as a starting point

ReviewReview: Significant Features of the Syllabus: Significant Features of the Syllabus

What students are required to doWhat students are required to do:: LEARN ABOUTLEARN ABOUT – content – content LEARN TO DOLEARN TO DO – application of skills via glossary terms – application of skills via glossary terms

The integrity of Religious Traditions: The integrity of Religious Traditions: approach the approach the teaching of chosen traditions in their own right, not as a teaching of chosen traditions in their own right, not as a comparative study.comparative study.The chiasmic structure of the syllabus:The chiasmic structure of the syllabus: Preliminary Preliminary study provides significant foundation for HSC, especially study provides significant foundation for HSC, especially in Religious Traditions.in Religious Traditions.Assessment Assessment forfor and and ofof learning: learning: promoting personal promoting personal achievement in Studies of Religion through skills’ achievement in Studies of Religion through skills’ developmentdevelopment

Reading, writing and more writing!Reading, writing and more writing!

Personal achievement

Content knowledge

Skill development

Consistent writing practice

Personal Achievement!

A Few Simple Strategies for Developing Writing SkillsA Few Simple Strategies for Developing Writing SkillsConsistent writing does not mean consistent marking!Consistent writing does not mean consistent marking!

Spot quizzesSpot quizzes: Allow 5 minutes for students to write the opening line : Allow 5 minutes for students to write the opening line and 3significant points to a question based on syllabus e.g. ‘Outline and 3significant points to a question based on syllabus e.g. ‘Outline the unique features of Catholicism’the unique features of Catholicism’Peer reviewPeer review: : Small groups review each others responses to a task Small groups review each others responses to a task such as the above. Choose the best for sharing with class – state such as the above. Choose the best for sharing with class – state reasons for selection.reasons for selection.Small groups develop questions and criteriaSmall groups develop questions and criteria: groups exchange : groups exchange questions and write a response. Change back – mark responses and questions and write a response. Change back – mark responses and discuss.discuss.Provide an ‘A’ response for student self review:Provide an ‘A’ response for student self review: build up a bank of build up a bank of excellent responses for students to assess their own attempts against.excellent responses for students to assess their own attempts against.Impression markImpression mark: : for short, informal tasks give a simple A – E gradefor short, informal tasks give a simple A – E gradeKeep a visual recordKeep a visual record: : develop a graph to record progress in relation develop a graph to record progress in relation to informal writing tasks – see sample next slide.to informal writing tasks – see sample next slide.Provide consistent opportunities for writing practiceProvide consistent opportunities for writing practice: : from the from the start of Preliminary allow some time in each teaching cycle to develop start of Preliminary allow some time in each teaching cycle to develop writing skills related to the Syllabus outcomes and the Glossary.writing skills related to the Syllabus outcomes and the Glossary.

Sample Visual Summary of Writing ProgressSample Visual Summary of Writing ProgressPromotes a team approach to improvement Promotes a team approach to improvement

the aim being to get all the class to C and above!the aim being to get all the class to C and above!

TaskTask AA BB CC DD EE

1. Outline origins of Christianity1. Outline origins of Christianity 22 33 77 88 55

2. Describe events – Jesus’ life2. Describe events – Jesus’ life 33 55 99 66 22

3. Explain Jesus as model…3. Explain Jesus as model… 22 44 1212 44 33

4. Outline principal beliefs…4. Outline principal beliefs… 66 66 1010 44 11

5. Identify importance of Bible…5. Identify importance of Bible… 88 99 66 22 --

Using the Draft Programs in this PackageUsing the Draft Programs in this Package

Draft programs emphasise the Draft programs emphasise the skills componentskills component of of the syllabus: ‘the syllabus: ‘students learn to…’students learn to…’

They incorporate a number of suggested writing They incorporate a number of suggested writing tasks. It is recommended that these or similar be tasks. It is recommended that these or similar be use throughout the Preliminary Course in order to use throughout the Preliminary Course in order to develop develop skills in critical thinking and application of skills in critical thinking and application of knowledge.knowledge.

Modify programs to complement the resources Modify programs to complement the resources and particular needs of your school communityand particular needs of your school community

The programs incorporate links to revised The programs incorporate links to revised textbooks, websites and film resources.textbooks, websites and film resources.